What if we shifted our data conversations away from the “rainbow” of colorful labels that aggregate data based on right and wrong answers—grouping students into those who are successful and those who are not? What if, instead, we shifted our focus onto student assets and used that information to plan for instruction?

In this 60 minute workshop, participants will have opportunities to consider how shifting to asset-based planning impacts teaching and learning. We will also explore how the progression of high leverage mathematics concepts can and should shape assessment and instructional decision-making throughout our school systems.

Workshop Objectives:

Reframe Data Interpretations: Distinguish between "deficit-based" labels (right/wrong) and "asset-based" evidence (what a student currently knows and can do).
Evaluate Instructional Impact: Articulate a variety of ways that shifting to asset-based planning improves student identity and equitable access to grade-level content.
Connect Progressions to Planning: Understand how using a developmental progression of concepts allows for more precise, targeted instructional moves compared to broad performance categories.

Intended Audience: School Administrators, Instructional Coaches, Teacher Leaders, and General Educators

Shifting the Data Conversation: From Deficits to Assets